Pengembangan buku ajar kelas I dengan menggunakan pendekatan pembelajaran Tematik Integratif di Sekolah Dasar Islam As-Salam Kota Malang

ABSTRAK

Pengembangan buku ajar kelas I dengan menggunakan pendekatan pembelajaran tematik integratif SDI didasarkan pada kenyataan bahwa belum tersedianya buku ajar tematik khusus untuk siswa yang bersekolah di lembaga Islam yang mengakomodir semua mata pelajaran termasuk PAI dan Budi Pekerti. Nuansa Islam dan penekanan pengetahuan agama yang terkait dengan pengetahuan umum menjadi sangat penting bagi siswa yang bersekolah di lembaga Islam. Selain itu, fakta menunjukkan bahwa banyak guru kelas yang merangkap menjadi guru agama. Akan tetapi, sarana pembelajaran seperti buku ajar khusus yang menggabungkan semua mata pelajaran termasuk agama belum tersedia.

Dengan demikian, perlu adanya inovasi dalam sarana belajar sebagai penunjang pembelajaran, salah satunya dengan mengembangkan buku ajar tematik yang mengakomodir semua mata pelajaran termasuk agama. Pendekatan pembelajaran tematik dipilih karena siswa dalam kelas awal masih berpikir secara holistik. Mereka melihat sesuatu menjadi satu keutuhan, sehingga pendekatan tematik merupakan pendekatan yang tepat untuk digunakan.

Dalam pengembangan buku ajar ini, pengembang menggunakan metode pengembangan secara umum, yakni perencanaan, pengembangan, validasi, uji coba, dan desiminasi. Model desain pengembangan yang digunakan adalah model Dick and Lou Carey. Prosedur pengembangan model ini terdiri dari sepuluh tahap yaitu: (1) Identifying Instructional Goal, (2) Conducting Instructional Analysis, (3) Identifying Entry Behaviors, Characteristics, (4) Writing Performance Objectives, (5) Developing Criterion-Referenced Test, (6) Developing Instructional Strategy, (7) Developing and selecting Instruction, (8) Designing and Conducting Formative Evaluation, (9) Revising Instruction, dan (10) Designing and Conducting Summative Evaluation. Akan tetapi, pada pengembangan ini hanya sembilan tahap yang dilaksanakan.

Pengembangan ini menghasilkan produk berupa buku siswa dan buku guru. Produk pengembangan ini diujicobakan melalui beberapa tahap secara berurutan yakni, (1) Validasi ahli materi, ahli media/desain pembelajaran, dan ahli bahasa, (2) Validasi dan uji coba guru tematik kelas I, (3) Uji coba perorangan, kelompok kecil, dan uji coba lapangan.

Hasil penelitian menunjukkan bahwa buku ajar kelas I dengan menggunakan pendekatan pembelajaran tematik integratif memiliki tingkat efektivitas, efisiensi, dan kemenarikan yang tinggi. Hal ini ditunjukkan dengan hasil uji coba berada pada kategori baik menurut skala 5. Adapun hasil validasi dan uji coba yang telah dilakukan adalah sebagai berikut: (1) Validasi ahli materi 95,00%, (2) Validasi ahli media/desain pembelajaran 88,42%, (3) Validasi ahli bahasa 87,50%, (4) Validasi dan uji coba guru tematik kelas I 80,00%, (5) Uji coba perorangan 82,67%, (6) Uji coba kelompok kecil 88,00%, (7) Uji coba lapangan 90,00%. Selain hasil tersebut, percobaan penggunaan buku ajar tematik juga menunjukkan adanya peningkatan rata-rata prestasi siswa yang dilihat dari peningkatan hasil pre-test dan post-test. Adapun nilai pre-test sebelum siswa menggunakan buku ajar hasil pengembangan adalah 85,19 dan hasil post-test setelah siswa menggunakan buku ajar hasil pengembangan adalah sebesar 92,57. Berdasarkan hasil tersebut, buku ajar hasil pengembangan dinilai cukup efektif untuk meningkatkan hasil belajar siswa sebesar 7,38. Dengan demikian, pengembangan sudah dapat dikatakan memberikan sumbangan penyelesaian masalah yang muncul di sekolah, khususnya pada pembelajaran tematik integratif semua mata pelajaran termasuk agama di kelas I. Produk yang dihasilkan dari pengembangan ini dapat didesiminasikan pada siswa yang mempunyai karakteristik sama.

ABSTRACT

Textbook Development of first grade by Using Thematic Integrative Learning approach in Islamic Elementary School based on the fact that the unavailability of a special thematic textbook for students who attend Islamic institution which accommodates all subjects including PAI and Budi Pekerti. Islamic nuance and emphasis on religious knowledge that integrate with general knowledge is very important for students in Islamic institutions. Additionally, the fact remains that many classroom teachers who doubles as a religious teacher. However, such a learning media that combines specialized textbooks of all subjects including religion not available.

So that, the innovation for learning to supporting learning is by developing a thematic textbook which accommodates all subjects including religion matterial. Using thematic approach to learning in the early grades because students still think holistically. They see something to make a whole, so that the thematic approach is the right approach to use.

In the development of this textbook, developers using development methods in general, namely the planning, development, validation, testing, and dissemination. The model used is the design development of a model of Dick and Lou Carey. The model development procedure consists of ten stages, namely: (1) Identifying Instructional Goals, (2) Conducting Instructional Analysis, (3) Identifying Entry Behaviors, Characteristics, (4) Writing Performance Objectives, (5) Developing Criterion-Referenced Test, ( 6) Developing Instructional Strategy, (7) Developing and selecting Instruction, (8) Designing and Conducting Formative Evaluation, (9) Revising Instruction, and (10) Designing and Conducting summative Evaluation. However, the development is just nine stages are implemented.

The products from this development are the student’s book and teacher’s book. The product was demonstrated through several stages in sequence namely, (1) Validation matter experts, media specialists / instructional design, and expert language, (2) Validation and testing of teachers thematic class I, (3) trial individual, small group, and class trials.

The results showed that the first grade textbook using thematic integrative learning approach has a degree of effectiveness, efficiency, and attractiveness are high. This is indicated by the test results are in the good category according 5 scale. The results of the validation and testing that has been done is as follows: (1) Validation matter experts 95.00%, (2) Validation of expert media / design learning 88,42%, (3) Validation linguists 87.50%, (4) Validation and testing of thematic classroom teacher I 80.00%, (5) 82.67% of individual trials, (6) a small group of trials 88,00%, (7) Class testing 90.00%. In addition to these results, the use of textbooks thematic experiments also showed an increase in average student achievement as seen from the increase in the pre-test and post-test. The value of pre-test before the students using the textbook is 85.19 and post-test results after students use the textbook is 92.57. Based on these results, the results of the development of textbooks is effective to improve student learning outcomes of 7.38. So that, development can already be said to contribute to solving problems that arise in schools, especially in thematic integrative learning all subjects including religion in the first grade. The resulting product of this development can be disseminated to students that have similar characteristics.